MODULE 4

DESIGN RESEARCH USED

IN DAILY LIFE

PRACTICAL RESEARCH 2
LEARNING
OBJECTIVES
01 Defi ne researc h design.

Illustrate and disc uss the c lassifi c atio n o f

02
quantitative researc h design.

Realize the prac tic al applic atio n o f eac h

03
researc h metho d.
PURPOSE OF RESEARCH

To researc h is to searc h o r inv estigate

comprehensively. It is a c areful o r tho rough searc h,
studio us inquiry o r examinatio n espec ially
investigatio n o r experimentation aimed at the
disc o very and interpretatio n o f fac ts, revision o f
acc epted theo ries o r law s in the light of new fac ts o r
prac tic al applic ation o f suc h new or revised theo ries
or law s, it c an also be the c ollec tio n o f information
abo ut a partic ular subjec t (Webster, 1985).
ROLE OF RESEARCH

a formal proc ess o f pro blem

so lv ing

a set o f proc edures and stages

o riginates w ith a questio n o r a

pro blem

an iterativ e pro c ess

RESEARCH PROVIDES
FOUNDATIONS ON:
disc o very and c reation o f
know ledge, theory-building

testing, c o nfi rmatio n, revision,

and refutatio n o f kno w ledge as
theo ry

advanc e a disc ipline,

impro vements in vario us aspec ts
o f life;
RESEARCH DESIGN

A researc h design is a struc tured plan o r

framew o rk that guides the pro c ess o f c o llec ting,
analyzing, and interpreting data in a researc h
study.

It is a total appro ac h that yo u selec t in o rder to

inc orporate the diff erent c ompo nents of the study
in a c o mprehensible and ratio nal w ay, thereby
ensuring yo u w ill eff ec tively address the researc h
pro blem.
QUANTITATIVE RESEARCH DESIGN
EXPERIMENTAL RESEARCH DESIGN

An experimental researc h design is a

sy stematic and sc ientifi c appro ac h to researc h
in w hic h the researc her manipulates o ne o r
mo re independent variables to observe the
eff ec t o n a dependent v ariable, w hile
c ontrolling fo r other po tential c o nfo unding
variables.

This design aims to establish a c ause-and-

eff ec t relationship betw een v ariables.
EXPERIMENTAL RESEARCH DESIGN

A true experimental researc h design

allow s fo r the establishment o f
1. c ausal relatio nships between
TRUE variables.
EXPERIMENT
It inv o lv es the manipulatio n of o ne o r
AL mo re independent variables, rando m
DESIGN assignment of partic ipants to gro ups,
and c o ntrol o f ex traneo us v ariables
to ensure that the o bserved eff ec ts
are due to the manipulatio n alone.
EXPERIMENTAL RESEARCH DESIGN

Example:

1. In a c linic al trial testing a new

TRUE medic atio n, partic ipants are rando mly
assigned to either a treatment gro up that
EXPERIMENT rec eives the medic atio n o r a c o ntrol
AL gro up that rec eiv es a plac ebo. The
DESIGN o utc o mes (e.g., sy mpto m impro v ement)
are then c o mpared betw een the tw o
gro ups to determine the medic atio n's
eff ec tiv eness.
EXPERIMENTAL RESEARCH DESIGN
Example:
A psyc ho lo gist w ants to test the impac t
o f a new teac hing method o n student
1.
learning. Students are randomly assigned
TRUE to either an experimental group that uses
EXPERIMENT the new metho d o r a c o ntro l group that
AL uses the traditio nal method. The
researc her then measures and c o mpares
DESIGN the students' performanc e o n
standardized tests to assess the
eff ec tiv eness o f the new teac hing
metho d.
EXPERIMENTAL RESEARCH DESIGN

A pre-experimental researc h design

lac ks the rigo r o f true experimental
2. designs, o ften missing key elements
suc h as rando m assignment or
PRE- c ontrol gro ups.
EXPERIMENT
AL This design is typic ally used in
preliminary studies to explore
DESIGN po tential relatio nships betw een
variables but c anno t establish stro ng
c ausal relatio nships due to its
limitatio ns.
EXPERIMENTAL RESEARCH DESIGN
Example:
A researc her w ants to test the impac t of
a new teac hing metho d o n student
2.
perfo rmanc e. They implement the
PRE- metho d in o ne c lassro om (w itho ut using a
EXPERIMENT c ontrol gro up) and measure student
AL perfo rmanc e befo re and after the
intervention. Any o bserv ed improv ement
DESIGN c ould be due to fac to rs o ther than the
teac hing metho d, suc h as students' prio r
know ledge o r ex ternal infl uenc es.
EXPERIMENTAL RESEARCH DESIGN
Example:

A c o mpany intro duc es a new employ ee

2.
training pro gram and measures emplo y ee
PRE- pro duc tivity befo re and after the
EXPERIMENT training. W hile the results might suggest
AL a positiv e eff ec t, w itho ut a c ontro l gro up
o r randomizatio n, it's unc lear w hether
DESIGN the training o r so me other fac tor (like
seasonal w o rk fl uc tuatio ns) c aused the
c hange.
EXPERIMENTAL RESEARCH DESIGN
A quasi-experimental researc h design
resembles into an experimental
design but lac ks the element o f
3. rando m assignment to treatment o r
QUASI- c ontrol gro ups.

EXPERIMENT This design is o ften used w hen

AL rando mizatio n is imprac tic al o r
DESIGN unethic al, but it still aims to
establish c ausal relatio nships by
using other metho ds to c ontrol fo r
c onfounding variables.
EXPERIMENTAL RESEARCH DESIGN
Example:

A researc her w ants to evaluate the

3.
impac t o f a new educ atio nal pro gram in
QUASI- sc ho o ls. They c ho o se tw o sc ho ols—o ne to
EXPERIMENT implement the pro gram (ex perimental
AL gro up) and ano ther similar sc ho o l that
do es no t (c ontrol gro up). Sinc e the
DESIGN sc ho o ls are no t rando mly assigned,
diff erenc es in o utc omes c o uld be
infl uenc ed by pre-existing diff erenc es
betw een the sc ho o ls.
EXPERIMENTAL RESEARCH DESIGN
Example:
In a study examining the eff ec t of a new
jo b training program o n emplo yee
3. perfo rmanc e, partic ipants are no t
QUASI- rando mly assigned to rec eive the
EXPERIMENT training. Instead, researc hers matc h
emplo yees in the training gro up w ith
AL similar emplo yees in a c o mparison gro up
DESIGN based o n fac to rs like age, job po sitio n,
and prio r performanc e. Additionally,
statistic al tec hniques like regressio n
analysis are used to c ontro l fo r these
NON-EXPERIMENTAL RESEARCH
DESIGN
A no n-ex perimental researc h design (desc riptiv e
researc h design) is a ty pe o f researc h metho d that
do es no t inv o lv e the manipulation o f variables o r
rando m assignment of partic ipants to diff erent
c onditio ns. Instead, it fo c uses o n observing and
measuring variables as they naturally o c c ur.

This design is o ften used w hen experimental

manipulation is imprac tic al, unethic al, o r
unnec essary.
NON-EXPERIMENTAL RESEARCH
DESIGN Surv ey is used to gather info rmatio n
from gro ups o f peo ple by selec ting
and study ing samples c ho sen from a
1. po pulatio n.
SURVEY
This is useful w hen the objec tiv e of
METHOD
the study is to see general pic ture of
the populatio n under investigation in
terms o f their so c ial and ec o no mic
c harac teristic s, o pinions, and their
know ledge abo ut the behavio r
tow ards a c ertain pheno meno n.
NON-EXPERIMENTAL RESEARCH
DESIGN
Example:

1. A study that surv eys a large sample

SURVEY o f high sc ho ol students to gather
data o n their study habits, time
METHOD management skills, and ac ademic
perfo rmanc e. The researc her
desc ribes the c harac teristic s and
behavio rs o f the students witho ut
attempting to infl uenc e them.
NON-EXPERIMENTAL RESEARCH
DESIGN
A c orrelatio nal study is used to
examine the relatio nship
2. /assoc iatio n/ direc tion between tw o
CORREL ATIO o r mo re variables.
NAL
It aims to determine w hether, and to
STUDY w hat degree, v ariables are related,
but it do es no t imply c ausation.
NON-EXPERIMENTAL RESEARCH
DESIGN
A bivariate c o rrelatio nal study
2. examines the relationship betw een
CORREL ATIO two variables to determine if they
NAL are asso c iated and to w hat extent.
This ty pe of study foc uses o n
STUDY
understanding ho w c hanges in o ne
variable c o rrespo nd to c hanges in
ano ther.
NON-EXPERIMENTAL RESEARCH
DESIGN Example o f bivariate c o rrelational study:

A study investigates the relatio nship

2.
betw een hours of study and test sc o res
CORREL ATIO amo ng high sc ho o l students.
NAL Researc hers c ollec t data o n the number
STUDY o f hours eac h student studies per w eek
and their c o rresponding test sc o res,
fi nding a po sitiv e c o rrelatio n, w hic h
indic ates that mo re study ho urs are
assoc iated w ith higher test sc o res.
NON-EXPERIMENTAL RESEARCH
DESIGN Example o f bivariate c o rrelational study:

Researc hers examine the relatio nship

2. betw een daily sugar intake and body
CORREL ATIO w eight. They fi nd a negative c o rrelatio n,
NAL suggesting that higher sugar intake is
assoc iated w ith lo w er body weight.
STUDY Alternativ ely, ano ther study might fi nd
no signifi c ant c orrelatio n betw een ho urs
o f television w atc hed and ac ademic
perfo rmanc e, indic ating no relatio nship
betw een these v ariables.
NON-EXPERIMENTAL RESEARCH
DESIGN A predic tio n study invo lves using
statistic al o r c o mputational mo dels
to fo rec ast future o utc o mes based o n
2.
c urrent or histo ric al data. These
CORREL ATIO studies are widely used in various
NAL fi elds, from fi nanc e to healthc are, to
STUDY info rm dec ision-making and planning.

It uses c o rrelatio n c o effi c ient to show

ho w o ne variable(the predic to r
variable) predic ts ano ther (the
c riterio n variable).
NON-EXPERIMENTAL RESEARCH
DESIGN
Example o f Predic tio n Study:

2. In a study predic ting ho use pric es,

CORREL ATIO
NAL predic to r v ariables might inc lude the
size o f the ho use, number o f bedroo ms,
STUDY lo c ation, age o f the house, and lo c al
amenities.

the c riterio n variable wo uld be the

ac tual pric e o f the ho use.
NON-EXPERIMENTAL RESEARCH
DESIGN Example o f Predic tio n Study:
In healthc are, predic tio n studies might
invo lve predic ting patient o utc o mes
2.
based o n medic al rec o rds and o ther
CORREL ATIO health data. Fo r instanc e, a mo del might
NAL be develo ped to predic t the likeliho o d of
STUDY a patient develo ping a spec ifi c disease.
The model’s ac c urac y and reliability are
validated using tec hniques like c ross-
validatio n and c o mpared against real-
w o rld o utc o mes to ensure its
eff ec tiv eness.
NON-EXPERIMENTAL RESEARCH
DESIGN
Multiple regressio n predic tio n study
invo lves analy zing the relatio nship
2.
betw een tw o o r mo re predic to r
CORREL ATIO variables and a single c riterion
NAL (dependent) v ariable. This type o f
STUDY study helps in understanding ho w
diff erent fac to rs c ollec tiv ely
infl uenc e an o utc o me and in making
mo re ac c urate predic tio ns.
NON-EXPERIMENTAL RESEARCH
DESIGN Example o f Multiple Regression
Predic tion:
2.
In a study predic ting ac ademic
CORREL ATIO perfo rmanc e (c riterio n v ariable),
NAL predic to r v ariables c o uld inc lude hours
STUDY of study, attendanc e rate, so c ioec o no mic
status, and parental educ atio n levels.
Multiple regressio n analysis w o uld help
determine the unique c o ntributio n o f
eac h predic to r to the ac ademic
perfo rmanc e w hile c o nsidering the
NON-EXPERIMENTAL RESEARCH
DESIGN
Example o f Multiple Regression
Predic tion:
2.
CORREL ATIO In predic ting emplo yee jo b satisfac tion
NAL (c riterion v ariable), predic to r variables
might inc lude salary , w o rk-life balanc e,
STUDY and job sec urity. A multiple regressio n
study c o uld rev eal no t o nly the direc t
eff ec ts o f eac h predic to r but also
w hether the impac t o f salary o n jo b
satisfac tio n varies based o n the lev el o f
NON-EXPERIMENTAL RESEARCH
DESIGN
Ex-po st fac to or c ausal-c omparative
study seeks to determine the c ause-
3.
and-eff ec t relatio nship betw een
CAUS AL- variables by c o mparing groups that
COMPARATI diff er o n a partic ular v ariable o f
interest. U nlike ex perimental
VE
researc h, ex -po st fac to studies do
STUDY no t inv olv e manipulatio n of v ariables
but rather rely o n existing
diff erenc es.
NON-EXPERIMENTAL RESEARCH
DESIGN
Example o f c ausal-c o mparative study:

3. A study might investigate the impac t of

CAUS AL- smo king o n lung health by c omparing tw o
gro ups—o ne c onsisting o f smo kers and
COMPARATI the o ther of no n-smokers. Researc hers
VE w o uld lo o k fo r diff erenc es in lung health
STUDY o utc o mes betw een the tw o gro ups to
infer the po tential c ausal eff ec t o f
smo king o n lung health.
NON-EXPERIMENTAL RESEARCH
DESIGN Example o f c ausal-c o mparative study:
In educ atio n, researc hers might study the
eff ec ts o f diff erent teac hing metho ds o n
3.
student perfo rmanc e by c o mparing
CAUS AL- histo ric al data fro m sc ho o ls that used
COMPARATI traditio nal metho ds w ith tho se that
implemented inno v ative teac hing
VE
tec hniques. The go al is to understand
STUDY w hic h teac hing metho ds lead to better
student perfo rmanc e by analyzing the
existing diff erenc es between the gro ups.
NON-EXPERIMENTAL RESEARCH
DESIGN
A c omparative study invo lves
c omparing tw o o r mo re gro ups,
4.
entities, o r c ases gro ups on the basis
COMPARATI o f selec ted attributes (e.g.
VE STUDY know ledge level, perc eptions,
attitudes, physic al or psyc ho logic al
sy mpto ms) to understand their
similarities and diff erenc es.
NON-EXPERIMENTAL RESEARCH
DESIGN Example o f c o mparativ e study:
A c o mparativ e study might c o mpare the
healthc are systems of two c o untries,
4.
suc h as the U nited States and Canada, to
COMPARATI understand the diff erenc es in healthc are
VE STUDY o utc o mes, c osts, and patient satisfac tio n.
Researc hers w o uld analy ze data o n
healthc are ac c ess, quality o f c are, and
health indic ato rs to identify the key
fac to rs c o ntributing to diff erenc es in
health o utc o mes betw een the tw o
c ountries.
NON-EXPERIMENTAL RESEARCH
DESIGN Example o f c o mparativ e study:

In educ atio n, a c o mparative study might

4.
examine the eff ec tiveness o f diff erent
COMPARATI teac hing strategies in urban v ersus rural
VE STUDY sc ho o ls. By c o mparing student
perfo rmanc e, engagement, and teac her
feedbac k in bo th settings, researc hers
c an identify w hic h strategies w ork best in
eac h c o ntex t and make rec ommendations
fo r impro v ing educ ation prac tic es mo re
bro adly.
NON-EXPERIMENTAL RESEARCH
DESIGN
A no rmativ e study fo c uses o n
establishing norms or standards fo r a
4. partic ular populatio n by c o llec ting
NORMATIVE and analy zing data to understand
w hat is typic al o r ex pec ted w ithin
STUDY
that group.

This ty pe of study is essential for

identifying benc hmarks and
guidelines in v ario us fi elds, suc h as
educ atio n, psy c ho lo gy, and health.
NON-EXPERIMENTAL RESEARCH
DESIGN Example o f no rmative study:

In educ atio nal testing, no rmative studies

4.
are c onduc ted to determine the average
NORMATIVE sc o res for diff erent age groups o n
STUDY standardized tests. These no rms help
educ ato rs and psyc ho lo gists assess
indiv idual student perfo rmanc e relative
to their peers, identifying tho se w ho may
need additional suppo rt o r enric hment.
NON-EXPERIMENTAL RESEARCH
DESIGN Example o f no rmative study:

In psyc holo gy , no rmativ e studies might

4.
be used to develo p norms fo r c o gnitiv e
NORMATIVE and develo pmental assessments. Fo r
STUDY instanc e, a normative study c o uld
establish typic al age-related milesto nes
fo r language dev elo pment in c hildren,
helping c linic ians identify and address
po tential develo pmental delay s.
NON-EXPERIMENTAL RESEARCH
DESIGN
An evaluativ e study assesses the
eff ec tiv eness, effi c ienc y , and impac t
5. o f pro grams, po lic ies, interventio ns,
EVALUATIVE o r pro duc ts.
STUDY
This ty pe of study aims to determine
w hether the o bjec tives are being met
and to prov ide insights fo r
impro vement.
NON-EXPERIMENTAL RESEARCH
DESIGN
Example o f evaluative study:

5. In public health, an ev aluative study

EVALUATIVE might assess the impac t of a smo king
c essatio n pro gram. Researc hers wo uld
STUDY
measure o utc o mes suc h as the reduc tio n
in smoking rates, impro vements in
partic ipants' health, and c hanges in
health-related behavio rs to determine the
pro gram's eff ec tiveness.
NON-EXPERIMENTAL RESEARCH
DESIGN Example o f evaluative study:
In educ atio n, an evaluative study might
examine the eff ec tiveness o f a new
5.
teac hing metho d implemented in a sc ho o l
EVALUATIVE distric t. The study c o uld invo lve
STUDY c ollec ting data o n student perfo rmanc e,
teac her feedbac k, and c lassro om
o bserv atio ns. Based on the fi ndings,
sc ho o l administrato rs c an dec ide whether
to ado pt the teac hing metho d more
w idely o r make adjustments to enhanc e
its eff ec tiveness.
NON-EXPERIMENTAL RESEARCH
DESIGN
A metho do logic al study fo c uses o n
the develo pment, ev aluatio n, and
6. refi nement o f researc h metho ds and
METHODOLOGI too ls.
CAL
STUDY These studies aim to impro ve the
ac c urac y , reliability, and v alidity o f
researc h instruments and pro c edures.
NON-EXPERIMENTAL RESEARCH
DESIGN
Example o f methodolo gic al study:

6. In psyc holo gy , a methodo lo gic al study

METHODOLOGI might invo lve dev elo ping a new sc ale fo r
CAL measuring anxiety lev els. Researc hers
w o uld design the sc ale, pilot test it w ith
STUDY
a sample po pulatio n, and refi ne the items
based o n statistic al analyses to ensure it
ac c urately measures anxiety.
NON-EXPERIMENTAL RESEARCH
DESIGN Example o f methodolo gic al study:

In educ atio nal researc h, a metho do lo gic al

6.
study might assess the validity and
METHODOLOGI
reliability of a new standardized test fo r
CAL measuring student reading
STUDY c omprehensio n. Researc hers w o uld
c onduc t vario us tests, suc h as fac to r
analysis and test-retest reliability, to
ensure the test ac c urately measures
reading c o mprehension and yields
c onsistent results o ver time.
END OF MODULE 4
PRACTICAL RESEARCH 2